Genetic Disease Project GSEs: LS4 (7-8)-11 Students demonstrate an understanding of human heredity by 11a- recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and others results from interactions with the environment.
Context for the Lesson: By this time in the unit, students will have an understanding of how traits are inherited, the concepts of dominant, recessive, homozygous, heterozygous, and the processes of mitosis and meiosis. There are many examples of traits that do not follow the rules that we have learned throughout this unit so far and it is important that the students realize this. This lesson allows the students to investigate this phenomenon themselves and come up with a product to report out about their work. Like scientist, they will look at the trend that does not follow the normal genetic pattern and they will recognize the differences.
NOTE: This is the first of three lessons that will constitute this project. The lesson after this will be spent working on the computers in class to gather the rest of their information and put together their products. The next lesson will be presentations by the groups.
Opportunities to Learn: The desks will be re-arranged in groups of 3, heterogeneously mixed. These will be their groups for their projects. Materials 1. sheets with pictures and names of genetic disorders -sickle cell anemia -hemophelia -color blindness -down syndrome -muscular dystrophy -cystic fibrosis -Huntington’s disease 2. Books on diseases 3. Example final project 4. Heredity The Code Of Life textbooks
Differential Instruction Students will be heterogeneously mixed in groups of three for this project. The idea is that the students come up with answers to the guiding questions that are assigned and present their findings the class in an effective and informative way. The advances students will be in groups with those students who will need guidance. If groups complete their answers to all of their questions, they will be instructed to find out interesting facts and statistics to share with their presentation. This project is very open ended and allows for creativity. All work will be completed in class, and will be monitored to ensure complete group participation. Students approaching proficiency:
Students will have guiding questions that they will use in order to focus their research. With their group, they will decide how they want to present the material, but the minimum that is required is that the answers are completed and conveyed to the class.
Students exceeding proficiency:
Students will be able to present their projects in any manor that they wish. They can be creative and go into as much detail as they feel is necessary in order to answer the questions.
Objectives: 1. Students will decide on their idea of presenting their genetic disease. 2. Students will be able to use sources to explore the questions that they are assigned to answer about their genetic disease. 3. Students work effectively with their group members. Opening: 1. Put up an example transparency of co-dominant genetic inheritance. [picture] 2. How is this possible? 3. Discuss ideas of why this does not follow the Mendellian rules and how this can happen. Engagement: Part 1 Introduction to assignment 1. Read to class pages 60-61 in “Heredity The Code of Life” 2. Instruct them to listen for an answer to their journal question. 3. Explanation of Co-dominance related to blood type. 4. Introduction to assignment: -The groups of 3 that you are sitting with will be your groups for this project -You will be assigned a genetic disorder -Pass out genetic disorder assignment by giving each group a paper with a picture of the disorder (example) and the name of the disorder -Each group must research their genetic disorder and come up with a presentation for the class. -They must be sure to answer the following questions: 1. Describe the effect that they disease has on those who have it. 2. What causes this disease? 3. Who discovered this disease? 4. How does the inheritance of this disease differ from inheritance of traits that we have discussed in class so far? 5. What are the short and long term effects? 6. Is there any way that we can prevent the disease? 7. What are treatments for people who have this disease? 8. Additional interesting information. Part 2 Demonstration of final product 1. Demonstrate a final presentation on co-dominance, which although is not a disease, is an example of a non-mendellian genetic inheritance. 2. Go over Rubric that will be used to grade the project. Part 3 Group work 1. Students will use books that I have taken out of the library for their use and come up with answers to the questions for the project. 2. They must decide as a group how they want to present their work. They have the option of anything they want. Some ideas: -Skit -Poster brochure -Pamphlet -Video -Transparency -Short Story 3. Students will come up with what they plan on doing for their presentation before the end of this class. 4. They will know that they will have the computers next class to find any information online that they did not find this class. Closure: 1. By the end of the class, they must turn in an “exit slip” (one per group) with what they plan to use for their means of presenting. Assessment: 1. This assignment will be assessed formatively along the way as they work in groups. The exit slip from today’s lesson will be checked as a class work grade. 2. The final presentation of this project will be the summative assessment that will be used for the three lessons that go into having the students come up with the final product
GSEs:
LS4 (7-8)-11 Students demonstrate an understanding of human heredity by
11a- recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and others results from interactions with the environment.
Context for the Lesson:
By this time in the unit, students will have an understanding of how traits are inherited, the concepts of dominant, recessive, homozygous, heterozygous, and the processes of mitosis and meiosis. There are many examples of traits that do not follow the rules that we have learned throughout this unit so far and it is important that the students realize this. This lesson allows the students to investigate this phenomenon themselves and come up with a product to report out about their work. Like scientist, they will look at the trend that does not follow the normal genetic pattern and they will recognize the differences.
NOTE: This is the first of three lessons that will constitute this project. The lesson after this will be spent working on the computers in class to gather the rest of their information and put together their products. The next lesson will be presentations by the groups.
Opportunities to Learn:
The desks will be re-arranged in groups of 3, heterogeneously mixed. These will be their groups for their projects.
Materials
1. sheets with pictures and names of genetic disorders
-sickle cell anemia
-hemophelia
-color blindness
-down syndrome
-muscular dystrophy
-cystic fibrosis
-Huntington’s disease
2. Books on diseases
3. Example final project
4. Heredity The Code Of Life textbooks
Differential Instruction
Students will be heterogeneously mixed in groups of three for this project. The idea is that the students come up with answers to the guiding questions that are assigned and present their findings the class in an effective and informative way. The advances students will be in groups with those students who will need guidance. If groups complete their answers to all of their questions, they will be instructed to find out interesting facts and statistics to share with their presentation. This project is very open ended and allows for creativity. All work will be completed in class, and will be monitored to ensure complete group participation.
Students approaching proficiency:
Students will have guiding questions that they will use in order to focus their research. With their group, they will decide how they want to present the material, but the minimum that is required is that the answers are completed and conveyed to the class.
Students exceeding proficiency:
Students will be able to present their projects in any manor that they wish. They can be creative and go into as much detail as they feel is necessary in order to answer the questions.
Objectives:
1. Students will decide on their idea of presenting their genetic disease.
2. Students will be able to use sources to explore the questions that they are assigned to answer about their genetic disease.
3. Students work effectively with their group members.
Opening:
1. Put up an example transparency of co-dominant genetic inheritance. [picture]
2. How is this possible?
3. Discuss ideas of why this does not follow the Mendellian rules and how this can happen.
Engagement:
Part 1 Introduction to assignment
1. Read to class pages 60-61 in “Heredity The Code of Life”
2. Instruct them to listen for an answer to their journal question.
3. Explanation of Co-dominance related to blood type.
4. Introduction to assignment:
-The groups of 3 that you are sitting with will be your groups for this project
-You will be assigned a genetic disorder
-Pass out genetic disorder assignment by giving each group a paper with a picture of the disorder (example) and the name of the disorder
-Each group must research their genetic disorder and come up with a presentation for the class.
-They must be sure to answer the following questions:
1. Describe the effect that they disease has on those who have it.
2. What causes this disease?
3. Who discovered this disease?
4. How does the inheritance of this disease differ from inheritance of traits that we have discussed in class so far?
5. What are the short and long term effects?
6. Is there any way that we can prevent the disease?
7. What are treatments for people who have this disease?
8. Additional interesting information.
Part 2 Demonstration of final product
1. Demonstrate a final presentation on co-dominance, which although is not a disease, is an example of a non-mendellian genetic inheritance.
2. Go over Rubric that will be used to grade the project.
Part 3 Group work
1. Students will use books that I have taken out of the library for their use and come up with answers to the questions for the project.
2. They must decide as a group how they want to present their work. They have the option of anything they want. Some ideas:
-Skit
-Poster brochure
-Pamphlet
-Video
-Transparency
-Short Story
3. Students will come up with what they plan on doing for their presentation before the end of this class.
4. They will know that they will have the computers next class to find any information online that they did not find this class.
Closure:
1. By the end of the class, they must turn in an “exit slip” (one per group) with what they plan to use for their means of presenting.
Assessment:
1. This assignment will be assessed formatively along the way as they work in groups. The exit slip from today’s lesson will be checked as a class work grade.
2. The final presentation of this project will be the summative assessment that will be used for the three lessons that go into having the students come up with the final product